GRADUATE STUDENT AWARD WINNER Promising Truths, in Fiction & Teaching Sincerity SCOTT JARVIE Michigan State University What am I but the inter- section of these loves? —Dean Young, “Luciferin” Mixed media collage of one preservice teacher’s aspirations as an English teacher. ECENTLY, IN AN ENGLISH METHODS COURSE, I asked my preservice teacher-students R to create mixed-media collages representing the English teachers they aspire to be. I set out a Journal of Curriculum Theorizing ♦ Volume 34, Number 2, 2019 90 Jarvie Promising Truths variety of disparate texts—old photographs I’d taken and collected, favorite poems, children’s books, pages ripped from novels and literary magazines—gave them the prompt, turned them loose with the scissors and glue sticks, let them be. The point was to open the students up to multimodal approaches to reading and writing (New London Group, 2000) in order to get them thinking about the purposes of their work, the values they bring to the English classroom, and just how they might begin to make a life in the profession. Looking over what they made afterwards, I was startled by what I saw. The collage above repurposes two images I’d provided—a photograph of a pond near campus I ran by every day and a whimsical illustration of a bear a girlfriend gave me once—in working through the student’s understanding of the English teacher this student aspired to be. It was startling to see my deeply personal images taken up by the student and recontextualized to an entirely different end. That shouldn’t have been surprising, as I’d provided materials I had lying around for their use on the assignment, but it surprised me anyway. There were other moments, too, in scanning across the collages that gave me pause and transported me away: one student cut up an image of a stained-glass window from a conference I’d attended and arranged it into a triptych; another, lines from a Billy Collins poem (“I am not the bread and the knife / you are still the bread and the knife”) I’d taught to my own English students years before on the Texas-Mexico border; others haphazardly pasted lyrics from songs and snippets from old New Yorker issues that had been sitting out for months on my coffee table and needed to go. All the materials—my materials—had been thoroughly repurposed as aesthetic matter for imagining students’ own future lives as English teachers. The activity makes an apt metaphor for pedagogy: teachers bring material (texts, novels, objectives, prejudices, experiences) into the classroom and to students, who take it up and do something with it themselves.1 The alchemy of that process is at the heart of what I’m interested in with this essay. As the type of grad student well-versed2 in critique, it’s easy, instinctual even, for me to read this exercise critically, as a narcissistic imposition of myself onto my students, the activity as metaphor for the type of problematic and unjust reproduction (Bourdieu & Passeron, 1977/1990; Freire, 2000) that deserves criticizing. That may be true. In addition to that critique, though, I’m interested in the way the activity also demonstrated something different from reproduction, in that students repurposed materials in new and surprising ways, suggesting, as per the collage, that the material “belongs to all of us.” Not only am I interested in that latter, more hopeful reading, I’m interested in examining the extent to which the two readings can coexist, the critical and the hopeful, and how an awareness of both might cohere in pedagogy. I’m curious about what happened to me, the teacher (and to myself) as well as the students, my others, who encountered this material that mattered so much to me and made of it something of their own, refashioned for their self in ways that spoke affirmatively to the teachers they aspired to be. As the novelist Italo Calvino (1993) asks, “Who are we, who is each one of us, if not a combinatoria of experiences, information, books we have read, things imagined?” That this encounter, happening in a classroom, might be read as both critical and hopeful—that’s what I mean when I speak of what follows as sincerity. I believe I was sincere in sharing these materials with my students pedagogically, personal though they may be and problematic as the act may be read critically. I genuinely felt that who I was and what I brought in, things that meant so much to me, would matter to my students. In this essay, I make the case for teaching as a sincere act. By that, I don’t mean the conventional notion of operating without “pretense, deceit, or hypocrisy” (OED), but instead a more radical uptake drawn from literature—fiction (e.g., Egan, 2010; Eggers, 2001; Wallace, 2001)—and literary Journal of Curriculum Theorizing ♦ Volume 34, Number 2, 2019 91 Jarvie Promising Truths theory (Kelly, 2016) that understands the concept as “always contaminated internally by the threat of manipulating the other…this sincerity depends not on purity but on trust and faith” (Kelly, 2016, p. 201). Such a sincerity offers educators ways of teaching hopefully, bringing forth themselves in conversation with students. The point is not to avoid or move past critique but rather to preserve hope alongside the critique: a conviction that what we do as teachers, in bringing ourselves into the classroom, is worthwhile, even while bearing in mind the very real reasons we should be critical of the ways we inevitably and always exercise power. Drawing on that collage again: I don’t want to give up trying to be a good teacher, a really good one even,3 despite being trained as a critical scholar to read the work of teaching as inevitably an exertion of power and will, authority, colonialism, latent prejudice, etc. To that end, sincerity offers a way of rethinking teaching as primarily and problematically a manipulative and impositional act, a mode of imagining pedagogy beyond the dichotomy between oppressive transmission pedagogies and liberatory critical ones. Moreover, the concept provides a different understanding of the pedagogical relationship that complicates the taken-for-granted-ness of student-centered approaches, which too often privilege the student while downplaying or outright ignoring the humanity of the teacher. I suggest that if we’re going to humanize (Paris & Winn, 2013) our work as educators and scholars of education, taking seriously the notion that there is “no education without relation” (Bingham & Sidorkin, 2004), a renewed theorizing that affirms the role of the teacher as relationally important, as having something to offer through the communication of their selves, can enrich the work of teaching— as an extension of teachers’ lives, as creative and communal, compelling, complex, and deeply personal work—in ways that prove fruitful for both teachers and students. Sincerity, Authenticity, Sincerity (Again): A Literary History I’ve come to say exactly what I mean, and I mean so many things. —Joe Pugg, Hymn #101 Sincerity has been largely eschewed in education research, beyond a few early experiments in alternative and democratic schooling (e.g., Neill, 1960) that equate the concept with honesty, a moral and behavioral virtue to be instilled in children. Yet there is a long history that considers sincerity in literary theory (See the work of Kelly, 2016, for a more thorough telling of that history). My theorizing here will work through that history in order to more robustly establish sincerity as a concept of value for the work of educators. A major early study (Trilling, 1972) surveyed sincerity in literature dating back to Shakespeare. There Trilling defines sincerity as “a congruence between avowal and actual feeling,” citing Hamlet as a central text and particularly the famous lines: This above all—to thine own self be true, And it must follow, as the night the day Thou canst not then be false to any man. (Shakespeare, 1.3.78-80, as cited in Kelly, 2016, p. 198) In that understanding “truth to one’s own self should be conceived of not as an end, but as a means of ensuring truth to others” (Kelly, 2016, p. 199, emphasis mine). By the 20th century, literary sincerity had gone out of fashion, replaced by a Modernist (e.g., the works of T. S. Eliot and James Journal of Curriculum Theorizing ♦ Volume 34, Number 2, 2019 92 Jarvie Promising Truths Joyce) ideal of authenticity that conceives of truth to the self as an end rather than a means. As Kelly explains: Whereas sincerity places emphasis on intersubjective truth and communication with others, on what Trilling calls the “public end in view,” authenticity conceives truth as inward, personal, and hidden, the goal primarily of self-examination rather than other-directed communication…which is less and less willing to take account of the habitual preferences of the audience. (p. 199) This Modernist shift to authenticity rejected two central components of any conception of sincerity: (1) intention, which was denigrated by the New Critics4 as a fallacy in studying literature, and (2) the privileging of a public self, which “became associated with bad faith or an artificial dishonesty” (Kelly, 2016, p. 200). A number of literary movements followed adding to the privilege of authenticity, including existentialist and absurdist literature in Europe and Beat writing and confessional poetry in America. During the 1960s and 70s, the pendulum swung again, as the arrival of postmodern (particularly French, poststructural) theory (the work of Derrida, Foucault, Lyotard, etc.) called authenticity into question. Postmodern authors in the U.S. like John Barth, Don Delillo, and Thomas Pynchon, as well as abroad—Samuel Beckett, Jorge Luis Borges, Italo Calvino—troubled authenticity themselves, publishing fiction that put notions of selfhood under pressure (Kelly, 2016, p.